THE CITY OF EMBER by Jeanne DuPrau

Bibliography
DuPrau, Jeanne. 2003. The City of Ember. New York: Random House.

Summary

The City of Ember is the story of people in a city that is located underground. Only they do not know they are underground. Over 200 years ago a group of experts decided to send a group of people, consisting of adults over sixty and babies, to live in a city underground. They did this to help ensure that people would not be eliminated from Earth. The first mayor of the Ember is given a box that held the instructions for how to leave the city. The box has a time lock on it and will open when the experts have thought that it would be safe. The box is supposed to be passed down from mayor to mayor. The seventh mayor of the city decides to take the box home and try to open it. He does not get it open and dies before he can pass it on to his successor. The box stays in the closest, it opens on its own and nobody knows it. Lena is the granddaughter of the seventh mayor. One day Lena finds an old cryptic looking piece of paper. Her baby sister, Poppy, has torn it up so she cannot read the entire message. She shows it to her friend Doon. Doon has been trying to figure out a way to fix the generator. The generator is what keeps the lights of Ember running. It is starting to fail and the lights have started to flicker and even have had small blackouts. Along with the problems with the lights the city is running out of food and supplies. Lena and Doon decide that the paper Lena found must be instructions out of the city. They work together to decipher the message. They finally figure it out and take Poppy and leave the city. At the time they leave they are wanted by the police, by order of the mayor, because they have been telling people how the mayor has been hoarding supplies for his own use. The way out is through the river, they make it out and discover a world they have never known. While exploring their new world and looking for another way into Ember they come across a tunnel at the top of a hill. They walk through the tunnel until they come to a sudden drop. At the bottom of the drop off they see the lights of their city, Ember. They write a note and throw it down to their city.

Analysis

Lena and Doon are the central characters in the book. DuPrau develops Lena as a character that is mature for her age and is a nurturer. She does this by having Lena care for grandmother and baby sister after her parents pass away. She is now the only one in the family that works. She also makes the decision to have their neighbor, Mrs. Muldor, come stay during the day when she feels that her grandmother is not well enough to watch Poppy by herself anymore. You see Lena's nurturing side too when she will not leave the city with out Poppy. Even though it is dangerous she goes back to get her because she can't leave her by herself.

Doon's character is portrayed as a bit more dark and more rough around the edges. You also understand that he wants to do something great, something his father will be proud of. He has daydreams about standing on the steps of town hall and telling everyone he has fixed the generator or found a way out of the city. He pictures his dad being so proud. This is one reason why he wanted to work in the Pipeworks. He thought it would be a way to do something great that everyone would remember.

The idea of a city underground where there is only one way out is a great idea for a story. The fact that the instructions and supplies were left makes the builders have a human quality. They did not just send people below the ground with now way to get out or a way to survive. When the instructions are lost it helps to add to the suspense of the story. You wonder how the people will survive and if they will find the way out. I like the fact that the people that finally do discover the way out are what we would considered children. In Ember however children graduate from school and start work at the age of twelve. I think this is an interesting idea to have students think about.

The book is set in a made up city in the bottom of a mountain. The fact that this can probably never actually happen makes the city even more interesting. DuPrau does a good job of explaining the light and darkness of the city. She tells how the lights are turned out at the same time every night and how the lights are starting to flicker. You can feel the fear and anxiousness when the blackouts occur. I like how at the end of the story Lena and Doon are able to see their city at the bottom of the hole. It helps to reinforce how far underground the city was. DuPrau does a great job of having Lena and Doon describes the new world that they found. She describes the way they experience their first sunrise and how they are fascinated by different animals.

The theme that I get through this book is survival. Lena and Doon feel that the city is falling apart. The blackouts are coming more frequently and food and supplies are running out. No one has come out and said how bad things are but they just have a feeling. Even when they are wanted by the police they still hold true to the thought that they can get out. They do everything in their power to figure out the instructions and find the way out of Ember. All the odds seem against them but they still manage to succeed.

DuPrau presents the story of Ember in a clear and precise way. The book starts off with the explanation of the instruction. This gives you an insight of what is to come. She explains at the end of the book how the the city of Ember came to be. She answers a lot of questions by doing this. I like the fact that she had the explanation come from one of the original occupants of Ember. It makes the experience more personal.

Review Excerpts


Horn Book Magazine review - "The writing and storytelling are agreeably spare and remarkably suspenseful, and rather than bogging down in explanations of how Ember came to be and how it functions, DuPrau allows the events of the story to convey the necessary information."


School Library Journal review - "The setting may not be so ingeniously envisioned as those of, say, Joan Aiken's Is Underground (Turtleback, 1995) and Lois Lowry's The Giver (Houghton, 1993), but the quick pace and the uncomplicated characters and situations will keep voracious fans of the genre engaged."


Connections
This book would be a great way for students to get creative and stretch their imagination. I would like to have my students think of their own "society" or city and how it came about. I would live for them to tell how and why the city was created, the rules and laws and how day to day things happen in the city. The Giver would be another good book to incorporate in this lesson also.

HOW I LIVE NOW by Meg Rosoff

Bibliography
Rosoff, Meg. 2004. How I Live Now. New York: Wendy Lamb Books.

Summary
Daisy who lives with her dad and step mom in New York goes to live with her aunt and cousins in England. There she meets Aunt Penn, Osbert, Isaac, Edmond and Piper. They live on a farm in the English countryside. Aunt Penn leaves to go on a business trip and the kids are left to care for themselves. Daisy is drawn to her cousin Edmond. The two end up having an emotional and sexual relationship. A World War III of sorts starts and England is taken over by The Occupation. Eventually Occupation soldiers come to the farm and take over the house. The children are split up and sent to different farms. The farms seem to be more like worker camps. Things continue to heat up and the farm that the girls are at go into hiding in a barn. Daisy finds out where the boys are staying at and her and Piper set off on their own to find them. When they get to the boys farm they see what is left after a massacre. Men, women, children and animals have all been killed. Daisy and Piper search everyone to see if Edmond and Isaac are there. They do not find them and decide to make their way back home. The house seems to be deserted but they hid in a lambing barn just to be safe. They make trips to the house to check for the boys and to get food and supplies. One day the phone rings and Daisy answers it. It is her father. He has arranged for her to get out of the country. Six years pass and Daisy is living in New York. When they reopen the borders between the US and England Daisy returns to England. There she finds out that Aunt Penn was shot trying to get back home. Piper, Isaac and Edmond are all living at the house. Osbert lives with his girlfriend and Piper has met the man she is going to marry. Isaac has become a veterinarian of sorts. Edmond is deeply scarred on the inside and outside. He has taken up gardening and does it with a great passion. He hardly speaks at all anymore. Daisy learns that Isaac arrived at the house two days after she left. She also learns that Edmond saw the massacre and was then taken hostage by the Occupation soldiers. Daisy understands why he is how he is now because of everything he has been through. It takes awhile but Edmond finally forgives Daisy for leaving him. And now she lives in England with Edmond and her other cousins.

Analysis
Rosoff does a great job with the character of Daisy. You learn about Daisy through her self description, her description of others and her descriptions of the things around her. You also learn about the other characters through Daisy's description and depiction of their actions and events. You know that Edmond is someone that she feels she connects with and that he can read her thoughts. She describes Isaac as being quite and somewhat omniscient. She talks about how he always seems to know where Edmond is. Daisy describes Piper as, "...pure and good..." You get to see daisy go from a girl that starved herself to annoy other people and to feel in control to a girl who fell in love with her cousin. You get to see her become a protector of Piper on their journey back to the house. You get to go through all of these growths, and the emotions that go with them, with her.

One of the main parts of the book that helps us to understand what the setting at the time of the war was like is in the middle of the book. When the workers were riding back home after working in the field and of the workers, Joe, decided to get, "....show-offy" at one of the checkpoints. Daisy explains, "And then in an almost lazy kind of way the checkpoint guy who'd been looking at him raised his gun and pulled the trigger and there was a loud crack and part of Joe's face exploded..." "...I watched the guard go right back to chatting with his friend..." When Major McEvoy got out to help Joe he was also shot. This entire scene explains what the times were like. It is a stark contrast to the beginning of the book when Daisy describes the countryside, "...about 100,000 white roses all over the front of the house are blooming like mad, and vegetables grow about six inches a day, and the flower gardens all around the house are so full of color that you couldn't help feeling ecstatic and dizzy just looking at them." Rosoff does a great job setting up the time before the war and after and showing us the difference.

The themes that I see running through this story are survival and acceptance. Daisy has spent her whole life looking for acceptance and a place to fit in. She finally finds this in England with relatives she has never met before. After two days she said, "...and so far I was finding Life With My Cousins more than ok and huge improvement over my so-called life at home on Eigthy-Sixth street." She also finds this in a relationship with Edmond. You can feel this when Daisy says, "The only thing I knew for certain was that all around me was more life than I'd ever experienced in all the years I'd been on earth and as long as no one shut me in the barn away from Edmond at night I was safe." You can understand the theme of survival through many different instances. The main one is Piper and Daisy's trip alone through the English countryside during a war. You can also see it in Isaac and Edmond's journeys. Although you don't hear much about their story until the end it is still profound. When Isaac had to leave Edmond behind you know that it was the only way he thought he would survive.

Rosoff tells the story in a blunt and honest way that only a young adult can. The fact that the story is told form Daisy's perspective will help young adult readers to understand and connect with the story better. I love how the story ends , "And that's how I live now." That sounds just like a teenager, they tell you this long story about war and an unacceptable love and end with that's how it is. It is in such a way that you don't question it you just accept it.

Gender does not seem to be a big issue in this story. The children are split up according to gender but when they are at the working farms it does not seem to play a major role. Piper helps with the animal because of her ability not her gender. Daisy picks fruit alongside men and women. I love the fact that two girls set out on their own to find the boys. I do not think this story would be as empowering for girls if the boys had set out in search of the girls. At the end of the book it seems the household chores and work are a group effort. Edmond had his garden but Isaac and Piper both work with the animals and the food. It is not a girls in the house and boys working outside atmosphere. It is truly a group effort.

Review Excerpts

School Library Journal review - "Though the novel has disturbing elements, Rosoff handles the harshness of war and the taboo of incest with honest introspection. This Printz award winner is a good choice for book discussions as it considers the disruption of war both physically and emotionally and should be on every high school and public library shelf."


Booklist review - "More central to the potency of Rosoff’s
debut, though, is the ominous prognostication of what a third
world war might look like, and the opportunity it provides for
teens to imagine themselves, like Daisy, exhibiting courage
and resilience in roles traditionally occupied by earlier generations."

Connections
I would like to use this book to show students what it can be like in war. I think it is important for them to understand what past generations went through. We are in a war now and we do see some effects of it but not to the extent of what they did. I like the fact that the war is a made up one and has not occurred. I think that helps to encourage the students imaginations. I would like to bring in other books that show teenagers during war time. Some of these could include Your Eyes in Stars, Number the Stars, The Diary of Anne Frank and April Morning.

THE TALE OF DESPEREAUX by Kate DiCamillo

This blog was done for a course at TWU.

Bibliography
DiCamillo, Kate. 2006. The Tale of Despereaux. Ill by Timothy Basil Ering. New York: Scholastic Inc.

Summary
The Tale of Despereaux is the story of a mouse that is tinnier than most. He is not like most mice; instead of eating books he likes to read them, he is not good at scurrying, his brothers and sisters finally give up on teaching him the ways of a mouse. The rest of the mouse community makes fun of him. Despereaux lives in a castle and one day found himself drawn to the sound of music. He found himself in the room of the princess and at the feet of the king. The king does not like seeing a mouse. His wife died after a rat, Roscuro, fell into her soup and he despises all mice and rats and even outlawed soup. Despereaux falls in love with the princess and tells her not to cry. He just broke one of the major rules for mice, don't speak to humans. The mice community finds out that Despereaux spoke to the princess and he is sentenced to the dungeon to be eaten by the rats. Roscuro the rat wants to get back at the king for banishing soup which is one of his favorite things, that is why he fell into the queen's soup. A new girl, Miggery Sow, starts bringing down food to the dungeon keeper. Roscuro talks to her and finds out that she wants to become a princess. He comes up with a plan to kidnap the princess and put Miggery in her place. This is what he tells Miggory but he really plans to keep them both in the dungeon. Despereaux over hears this and sneaks back into the castle on the empty tray. Roscuro and Miggery succeed in getting the princess to the dungeon. Desperaux comes to save the princess. All of the characters end up living happily ever after.

Analysis
DiCamillo does a wonderful job of making us see all of the characters like people. Even though some of the characters are mice and rats you think of them as people and not rodents throughout the story. The is established early on in the book when Despereaux's mom asks "Where are my babies?" This helps to establish a human quality about the mice. You would not normally think of mice as caring about where their babies are. I like the mix of having the people and the animals understand each other. I like the fact that in the end if the book DiCamillo talks about how Despereaux and the princess do not marry but do become friends. She says that, "Even in a world as strange as this one, a mouse and a princess cannot marry." With this DiCamillio states that the world that book is set in a strange place but that there are still certain rules that cannot be broken.

The plot of the story coincides with that of many traditional fairy tales. There is a king, queen and princess. There is good versus evil. This is shown with the difference between Roscuro and Despereaux. Roscuro tries to do his evil by taking the princess and Despereaux turns into the hero by saving her. Roscuro also tricks Miggery Sow into helping him with the promise that she can become a princess. It also concludes with the fact that they lived happily ever after.

The majority of the book is set in a castle. While there is not a definite description of the castle you still get a feel for it. You know that dungeon is a dark, dirty and scary place. Having Roscuro describe the castle and the dungeon with the difference of light and dark helps to portray the two settings well. You also know that banquet hall was a grand place. It is described as having "a most beautiful chandelier." The banquet room is also described as having, "so much laughing and singing and juggling." I really think that the difference descriptions between the dungeon and castle help to set the tone for two places.

I love the theme that little people can do big things. Or even if things seem a lot bigger than you, you can still accomplish so much. I think this is really important for young students to hear. If they hear the story of how a small mouse, even small by mouse standards, can rescue a princess and a servant in a maze of a dungeon full of rats then anything is possible! It helps to boost their self confidence just by hearing about somebody else that does great things through unbelievable odds.

I like the way that DiCamilio breaks the book up into four different books. It helps you to get invested into each character and goes more in depth about the story of each character. The first book is about Despereaux and follows him from birth to the time he is sent to the dungeon. The second book is about Chiaroscuro the rat. Instead of just talking about a rat that fell in the queen's soup you get to understand a little about him and why he did it. He just wanted some light. He loved soup and he loved the light of the castle and the light from the chandelier. Now instead of thinking he is just a dirty rat you know that he fell into the soup because he had such a strong longing for soup. The third book is about Miggery Sow. You get to see the story behind the servant girl at the castle. You get to see how she was sold by her dad and beaten by her owner. You understand why she would listen to the rat because after the way she was treated she really did want to be a princess. Without this back ground information you would not feel sorry or have understanding for Miggery Sow. The last book brings everyone back together for the end of the story. With the separation of books you have a better understand of each character and somewhat of an understanding of their actions.

The characters in the book had traditional gender roles. There was a king, queen and princess. The "villain", Roscuro, was male as well as the "hero", Despereaux. The traditional gender roles go even farther. The servant, Miggory, is a girl. The dungeon keeper was male. Even the mice show what we would consider as traditional roles. The mouse council was made up of all men. I think that this helps us to see the animal characters as real people and not mice.

Review Excerpts

School Library Journal review - "With memorable characters, brief chapters, and inventive plot twists, this fast-paced romp is perfect for reading alone or sharing aloud."



Horn Book Magazine review - "Framing the book with the conventions of a Victorian novel ("Reader, do you believe that there is such a thing as happily ever after?"), DiCamillo tells an engaging tale."

Connections
I would like to use this book to help show my students that eve if you are little and the odds seem against you, you can still prevail. It brings to mind the two movies. One would be An American Tail and the other would be Rudy. Rudy is rated PG and would be shown to older students. I think it would get their attention and help to reinforce the theme from the story that even if your small you can do anything! I did not realize the The Tale if Despereaux was made into a movie into 2008. It might be a good idea to show that one so that the students can see how a book can become a movie. I think seeing the story in two different mediums is a great.

THE BALLAD OF LUCY WHIPPLE by Karen Cushman

This blog was created for a TWU course.

Bibliography

Cushman, Karen. 1996. The Ballad of Lucy Whipple. New York: Clarion Books.

Summary
Lucy Whipple is actually California Morning Whipple. She is a young girl during the California Gold Rush. Her family, who lives in Massachusetts, has talked about going to California to find their fortunes. When her father and sibling Golden die of pneumonia Ma decides to move the family anyway. Arriving in Lucky Diggins, California they find a dusty dirty camp town. California decides she does not want a name that is "a place, a passion, a promise." She wants a new name. She decides on Lucy. She says, "It is a very Massachusetts name." Ma starts running a boarding house out of a tent. You meet a lot of interesting boarders throughout the book. Lucy starts selling pies and is saving the money to try and move back to Massachusetts with her grandparents. Hard times hit when Lucy's brother Butte dies and then Lucy Diggins catches fire. Some of the citizens decided to rebuild. Ma had married a tenant name Brother Clyde. They were moving to the Sandwich Islands so Brother Clyde could do missionary work. Lucy had made arrangements to go back east with a girl to take care of her baby. A lady named Mrs. Potterhouse moves into Lucky Diggins and talks about civilizing California and wanting to start a school in Lucky Diggins. Lucy tells her her dream of starting a lending library. She decided that, "home is where I am loved and safe and needed." So she decided to stay in Lucy Diggins.

Analysis
Cushman's writing is very easy to read and provides lots of sarcastic humor portrayed through the main character Lucy. The plot of the story is very typical of families during the California Gold Rush. Many families went west to find their fortune. That fact makes this story very believable. The story holds true to the fact that most families went to find nothing but a lot of hard work and worse conditions than they left at home.

Karen Cushman offers a great insight to life in a mining camp. Right away you can see a stark difference between the main character and her mother. Upon seeing the place they would call home, that is supposed to be littered with gold, Lucy says, "Surely Hell was not far away." Her mother said, "There's gold all around us if you just look." This helps you to understand how Lucy felt about where she was going to live. You get an even better insight into what the camp town of Lucky Diggins is like in Lucy's letters back home to her grandparents. She writes about working to hard, it being to hot and that she is "...a stranger in a land where they even speak a different language, full of derns and dings and have you a pick axe in your clothes." Cushman did include some language from the time frame in the book such as, "I reckon," "looks to be," and "feller." This type of language came mainly from the miners. Lucy and her family talked with more "proper" English. By doing this Cushman reinforced the difference between the mining camps and the lifestyle in Massachusetts.

While the family never does find their fortune and face many hardships along the way you see them grow and change. As you follow them through their journey you see them grow and form bonds with the miners. When Ma decides to marry Brother Clyde and move to the Sandwich Islands you feel happy for her and excited about where her next journey will take her. It is amazing to see Lucy who started as a grouchy little girl that wanted to be back home so bad grow into a young lady that has matured. She now knows that home isn't necessarily a place but a feeling. She decides to stay in Lucky Diggins because she says, "It seems to me home is where I am loved and safe and needed."

The end of the book includes and author's note that talks about how Cushman got he information for the book. There is a list of books that states helped her in her study of California during the gold rush.



Review Excerpts

School Library Journal review - "Cushman's heroine is a delightful character, and the historical setting is authentically portrayed."



Horn Book Magazine review- "What we get is balladic indeed, not just "the extraordinary doin's of ordinary folk" but equally the ordinary doings of extraordinary folk."

Connections

This book would be great to use when talking about the California Gold Rush. It is an excellent way to show the living conditions of the miners. I would read parts of the book and then let the students "pan for gold."

NUMBER THE STARS by Lois Lowry

This blog was created for a TWU course.



Bibliography

Lowry, Lois. 1989. Number the Stars. Boston: Houghton Mifflin Company.

Summary
Number the Stars is a story about a girl named Annemarie and her family during Nazi Germany's occupation of Denmark. Annemarie's best friend Ellen lives in the same apartment complex with her parents and they happen to be Jewish. Annemarie lives with her parents and younger sister. Her older sister Lise died in a car accident toward the beginning of the war. Annemarie later finds out that Lise was killed by Nazi soldiers because she was part of the Resistance that was helping and supporting the Jews. The Nazi soldiers get lists of the Jewish people and started searching for them. Ellen comes to stay with Annemarie and her family for a few days. One night the Nazi soldiers come by asking questions about Ellen's family. Annemarie's parents pretend that Ellen was their daughter Lise. Ellen's parents left before the soldiers came. The next day Annemarie, her mother, sister and Ellen leave to visit her uncle. While at their uncles they have a wake. The wake is actually fake but it is an excuse for a group of people to gather. The people that come are actually Jews including Ellen's parents. During the night the Jews are taken to Annemarie's uncle's boat where they will be smuggled to Sweden.

Analysis
Lois Lowry's account of the Nazi occupation of Denmark is truthful and honest. Lowry tells a very powerful and moving story with great ease and clarity. The chapter where the officers come to the house at night made me hold my breath the entire time like I was there in the room too. From when the soldiers knocked on the door to the time when he tore the picture in two and left. You could really feel the tension in the air and when the soldiers left and, "Annemarie relaxed her clenched finger..." you felt that you could breathe again.

The book starts off with schoolgirls racing on the way home from school. But when, "Annemarie looked up, panting just as she reached the corner. Her laughter stopped. Her heart seemed to skip a beat. "Halte!" the soldier ordered in a stern voice." With this Lowry makes us realize that these are not ordinary girls and they are not in an ordinary situation. This short paragraph helps to create the setting of fear that continues through the entire story. You get this sense again when on the train to her uncles Annmarie says, "Not here, on the train, too? They were everywhere." You feel too the fact they cannot escape the soldiers, they always have to be aware.

A major theme throughout the story is the courage of the Danish people. Many people risked their lives in order to help the Jewish people whether they knew them personally or not. Lowry states at the end of the book that the character Peter was based on an individual named Kim Malthe-Bruun. Bruun like Peter was part of the Resistance, got captured by the Nazis and was executed. In the story Peter sends a letter to Annemarie's' family the night before he is killed. At the end of the book there is part of the actual letter that Kim Malthe-Brunn wrote. Adding this part to the back of the book helps to bring the whole thing to life.

The event of smuggling Jews across borders was very typical of the time. This type of story has been heard an told many times throughout history. By following one family from the beginning to the end of their journey it is easy to see the struggles and fears that they encountered. I like the fact that Lowry included a younger sister that was chatty. You never knew if Kristi was going to say the wrong thing or not and this added to the suspense. An example of this is on the train on the way to Copenhagen when Kristi started talking to the soldiers and everyone held their breath because they thought she was going to tell them about Ellen. The story is very believable and one that needs to be told.

Review Excerpts

Horn Book Magazine review - "The noteworthy novel is scaled to the comprehension of elementary students without sacrificing elements of style."


School Library Journal review - "Readers are taken to the very heart of Annemarie's experience, and, through her eyes, come to understand the true meaning of bravery."

Connections



A great book for the Holocaust! Kids have such a hard time grasping the Holocaust because it was such a harsh event. Most kids in the US are so sheltered and are taught kindness and equality. It is hard for them to imagine something like that even happening. Being able to hear and "see" this event through the eyes of someone their own age is a great way to start that understanding. Even though it is a very harsh part of reality I believe that it is something that my students need to know about. Anne Frank's Diary is another book that would relate to this time period. I heard that there was another diary that turned up but I do not know that it is in print.

THE ART OF KEEPING COOL by Janet Taylor Lisle

This blog was created for a TWU course.

Bibliography

Lisle, Janet T. 200o. The Art of Keeping Cool. New York: A Richard Jackson Book.

Summary
After his father leaves for the war Robert, his mom and sister leave their farm in Ohio to move to his father's hometown in Rhode Island. They move into the house next door to Robert's grandparents. His aunt, uncle and cousin Elliot live with his grandparents. Robert and Elliot are the same age. Robert discovers that Elliot can draw better than anyone he has ever seen but he keeps it a secret. Robert starts to notice there are a lot of secrets at his grandparents house. The biggest one being that his father's name is never mentioned. Elliot meets and befriends a German painter by the name of Abel Hoffman. Elliot keeps his new friend a secret at the house also. The US is at war with Germany and a lot of the townspeople dislike Abel. When the naval base on the island test their big guns Robert sneaks on base to watch. Abel Hoffman is there too and ends up getting chased by some soldiers. Robert tells some soldiers that come to his house what he saw concerning Abel. The town now thinks that he is a German spy and they end up burning down his makeshift house in the woods. This greatly upsets Elliot and withdrawls himself from most people including Robert. The book ends with Robert finding out that his grandfather shot his father in the leg after an argument. That is why his dad left and never came back. The story then flashes forward to Elliot in art school and Robert going to medical school.


Analysis

This book is set in New England in the 1940s during WWII. Lisle does a very good job of describing this to us by talking about gas rationing, food rationing and kids selling war bonds. Another good example that helps to describe that time is the fact that Robert's grandfather gets so upset about the women going to work. That is something that was very out of the ordinary until the war. A lot of the older generations held on to their beliefs that women should not work.

The plot of the story is interesting because it seems to have two different stories. Although Robert is the main character there is the story of Elliot and his painting and the story of why Robert's dad is never mentioned. You get to see Elliot go from hiding his talent to sharing it with Robert and Abel to becoming a real artist that sells his work. Then you get to see Robert throughout the book trying to find out why no one will talk about his father. You can feel his struggle as he wants to learn about his father as a boy, especially since he is gone, but not being able to do this. Little by little his aunt and uncle and even grandmother start talking about him but only when his grandfather is not around. Finally Elliot draws him a picture to tell him the story. By not saying it, it reinforces the impact the grandfather has on the family.

There are many unique characters in this story. One of my favorites is the grandfather, not him as a person but the way the character is written. You can feel his presence in the story even when he is not there. He has such a hold of fear on the family. This is shown by statements such as, "Everyone felt relieved when he wasn't at the table." and "She shook her finger at Uncle Jake and glanced back over her shoulder as if Grandpa's glowering face were about to appear." I love Elliot's quirkiness. The way he still keeps his bird egg collection under his bed even in college.

There were two themes that stuck out to me personally in the book. One was Elliot saying, "Don't let it bother you." This was the "trick" he used not let his grandfather or other family members bother him. He was telling this to Robert when he was getting worked up over the situation about his dad. I think it tells a lot about Elliot. He did not let things bother him that he could not change. He just moved on. That is a great way to live life. There is no need to dawdle and fret over things that you have no control of. The other actually came from Abel Hoffman. Abel told Elliot to paint with "less perfectness, more you-ness." It took Elliot awhile to find his "you-ness" but eventually he did. Again what a great way to live life. Nobody is perfect but everyone can be themselves. These are not things I would have expected to take from this book before I read it, but I am glad I did.

Lisle did not include an afterward that helped the reader to verify his authenticity. However we know from other accounts of history about that time period. About the rationing of gas, food and the selling of war bonds. The attitudes about women going back to work is also very authentic. Overall I feel that the book was authentic and is a good representation of a family living in New England during the WWII.

Review Excerpts

Horn Book Magazine review -"In building the plot to this climactic revelation, Lisle develops an unforgettable cast of characters placed against a fully realized setting."

School Library Journal review - "Despite a misleading title (the word "cool" does not conjure up the 1940s), this is a well-drawn story that is part coming-of-age, part mystery."


Connections
I would love to use this book to help my students learn about what life was like for civilians during the war. I think the fact that we are at war now and the economy is not great would be a good time to discuss this. I do not want to scare my children but I think in this day and age it is important for students to know some of the things that their parents and grandparents went through so that they could be where they are today. I would like to do a rationing experiment in my class. For a week I would like to ration certain things like pencils, papers, books and see how the students can handle it.

THE BOY ON FAIRFIELD STREET by Kathleen Krull

This blog was created for a TWU course.



Bibliography

Krull, Kathleen. 2004. The Boy on Fairfield Street: How Ted Geisel Grew Up to Become Dr. Suess. Ill by Steve Johnson and Lou Fancher. New York: Random House.


Summary

This book is about how Ted Geisel came to be Dr. Suess. The book starts out with Ted as a young boy living on Fairfield Street. Krull talked about how Ted did not get along with most kids his age. He felt that he did not fit in at home either. Ted did not have the same interest as most of his peers or his family. He liked to spend his time doodling strange and odd characters. These characters would become some of the famous characters in his Dr. Suess books. Ted's art did not exactly "follow the rules" and was not well received. Ted only ever took one art class and did not like going school. He went to college but ended up dropping out. He got a job drawing cartoons for a newspaper. The story ends with Ted moving to New York.

Analysis

While this is a biography of Dr. Suess it has the feel of a story. It gives you the facts and background of Ted Geisel in a very logical order. The first sentence of the book helps to draw you in also, "Once upon a time, there lived a boy who feasted on books and was wild about animals." The once upon a time reminds you of a fairy tale and gets kids attention. The illustrations help you to see Dr. Suess as a kid named Ted while he grows up. There are some of Dr. Suess' own drawing on each page. This helps to connect the story you are reading to the Dr. Suess that we all know.

Review Excerpts

Booklist review - "Krull’s pithy text is extended by full page
paintings that glow with the memory of yesteryear and
capture the mix of humor and poignancy that comes with
trying to fit in."


Hornbook Magazine review- "Krull does a good job of linking such early propensities with what turned up later, visually and thematically, in Geisel's books,..."


School Library Journal review- "This picture-book biography is a winner."

Connections
I think I would use this book mainly for character and self esteem. I think it is great that it shows someone that most kids know and have grown up with to be someone that didn't fit in as a kid. The book shows that he did not fit in and that his artwork did not "follow the rules." Yet he still did what he loved and turned out to be really successful. I would group this book with books of people that have similar stories. I think it is very important for kids to understand that you don't have to fit in or conform to everybody else's rules.

AN AMERICAN PLAGUE by Jim Murphy

Bibliography
Murphy, Jim. 2003. An American Plague: The True and Terrifying Story of the Yellow Fever Epidemic of 1793. New York: Clarion Books.


Summary
This book tells the story of the yellow fever epidemic that happened in Philadelphia in 1793. The book talks about how the fever quietly snuck up on the city. It talks about how the people were effected when they realized that it was an epidemic. A lot of people fled the city which caused major problems because shops were not open and there was no one to care for the sick. The book also showed us some of the medical practices from that time period. When everyone left there were two men that stayed behind to help organize and care for the sick people. The African American women ended up being nurses and caring for the sick. They even had instances of a type of price gauging but from the sick people wanting to hire the nurses.


Analysis
This book had a lot of historic facts and information. While being a nonfiction book it still told the story of what happened in Philadelphia in 1973. The author did a good job of taking us through the entire journey, from the beginning when "No One Noticed" through the epidemic and then when it had passed. The pictures in the book help to take you back to that time period. The author puts lots of quotes and artifacts that come straight from the people in the book. One example is the poem "Pestilence" by Philip Freneau. He also did this by including parts of newspaper articles.


Review Excerpts

School Library Journal review - "The author masterfully weaves facts and fascinating stories in describing the course of the disease and the heroic roles played by a few doctors and the free African-American citizens of the city."


Horn Book Magazine review - "With his customary care, Murphy culls from a number of historical records the story of the yellow fever epidemic that swept Philadelphia in 1793, skillfully drawing out from these sources the fear and drama of the time and making them immediate to modern readers."

Connections
This book would be great to use in social studies. Although with younger students I would need to just take excerpts from the book to use in a lesson. It is a lot of information to take in and my students would get bored if they had listen to or read the book on their own. I think it is a great source of historic information though.

ANIMALS IN FLIGHT by Steve Jenkins

This blog was created for a course at TWU.

Bibliography

Jenkins, Steve &Page, Robin, 2001. Animals in Flight. Boston: Houghton Mifflin Company.

Summary

This book describes how and why birds and insects fly. It has great pictures and great descriptions. It has one main tidbit of information on each page and one main picture. Under the main picture is more information on that specific picture. Then there are smaller pictures on the page with even more information. There is information on birds, insects, dinosaurs and bats. The last part of the book is about humans in flight. The author shows a little bit of the history of man in flight. He starts with early flying inventions and goes to the Blackbird spy plane which is the "fastest plane."


Analysis

The beginning of the book talks about imagining to fly. What kid has not done that? That is a great way to peak interest in the rest of the book. They layout of the book is great. The book has one main picture on each page with a small paragraph with information on that picture. It is a good attention grabber. There are smaller pictures with more information on each page. There is also one large sentence with information on flying. These "headlines" could be read by themselves as a story. The book can be read in small bits as well as all at once. The large pictures really help to draw you in and then want to look at the smaller pictures.


Review Excerpts

School Library Journal review- "With their creamy colors and sharp outlines, these tiny pictures are lovely as well as informative. The text is brief."

Connections
I would defiantly use this book on a unit of birds or insects. I would like to a KWL with my students over birds or insects that fly. I think bringing questions that they wonder about to the forefront will help them to focus more on the book.

A PIZZA THE SIZE OF THE SUN by Jack Prelutsky

This blog was created for a TWU course.



Bibliography


Prelutsky, Jack. 1994. A Pizza the Size of the Sun. Ill by James Stevenson. New York: Greenwillow Books.

ISBN# 0-688-13235-9


Summary

This book is a collection of poems by Jack Prelutsky. The book contains so many fun and catching poems. Some poems are written backwards and the words reversed. Children will love the wacky poems and some of the crazy characters.

Analysis

This is a great book. The title automatically draws kids in. They are interested by a pizza the size of the sun. The variety of the poems are great! I'm All Mixed Up is one of my favorites. The type switches between capital and lower case letters at random and I think it is something that kids can relate to. A Dizzy Little Duzzle is fun because the poem seems to make you dizzy while reading it. The different variations of the text help to bring kids in and realize that poetry can be fun. The fact that some of the poems rhyme while some do not is great for kids(and adults) to see the variety.

Review Excerpts

Horn Book Magazine review - Poems in varied typeface and placement in an open format combine with the economical line of well-placed sketches to create a fast-paced and accessible collection that's loads of fun."



Connections

This book would be a great way to help the students have some fun with poetry. I love the way that some of the poems in the book are written backward or in different arrangements. I think my students would have fun trying to figure out a fun configuration to put their poem in. I would have them write a fun, silly poem first and the put it in a different type of style that suits the poem. It is a way to have fun with poetry.

WITNESS by Karen Hesse

This blog was created for a TWU course.

Bibliography

Hesse, Karen. 2001. Witness. New York: Scholastic Press.

ISBN# 0-439-27199-1



Summary
Witness tells the story about what happens in a small town in Vermont when the Ku Klux Klan moves in. The story is told from the personal view point of eleven different characters. The book is a a verse novel. Each entry is a poem from one of the characters points of view.


Analysis

The title of the book helps to draw you in right away. You start to wonder what you are going to witness. The subject matter of the book has a historical standing and is something that is interesting to most people even today. The free verse forms works well with story. The free verse tends to flow well with the thoughts of the characters. The separation of the stanzas help to break up the thoughts of the characters even more. This is great for students that are intimidated by lots of words.


Review Excerpts

School Library Journal review - "Hesse uses free verse to bring each voice to life, setting it with carefully chosen period details that crystallize the chilling story."



Kirkus Reviews - "stunning piece of little-known American history…the iconography of Americana, carefully researched, beautifully written, and profoundly honest."



Connections:

This book could be used to integrate lessons. Poetry and social studies can be combined with this book. If used towards more of a history aspect it is great because some of the characters are kids themselves. This can help to draw students in. Kids like read things that are from kids their own age. It also helps to break down the book so that it does not seem so long. I would use this book in a social studies setting by splitting the class up into groups and have them do a "reader's theatre" with the book.


For more of a poetry aspect the book can be used to help show the variety and range of poetry. I would use this book in a poetry unit to show the diversity of poetry.

IT'S RAINING LAUGHTER by Nikki Grimes

This blog was created for a TWU course.


Bibliography

Grimes, Nikki. 1997. It's Raining Laughter. Ill by Myles C. Pinkney. New York: Dial Books for Young Readers.

ISBN# 0-8037-2003-3


Summary
This book has different poems that are from kids perspectives. They are about being kids and growing up. They are some about getting teased at school, one about being nervous, laughing, and a few about where they got their names.

Analysis

The title of the book helps to give an idea of the the poems inside will hold. It lets you know that the poems will be about laughter. Although some of he poems talk about being picked on the majority of them are about good, fun things about growing up. The book contains poetry in different forms. For example, It's Raining Laughter, Where'd You Get Them Names, At the Library, Sideways Beauty and The Laughing Bug are all rhyming poems. There are a few poems in free verse. This helps to appeal to a variety of readers. The pictures are an excellent addition to the book. The pictures of the smiling children help to bring the messages of the poems to the front.



Review Excerpts

School Library Journal review - "A harmonious blend of words and pictures."


Connections
I would use this book to encourage my students to write their own poem about growing up. I would have different students read the different poems out of the story. Then I would have them think about how the poems related to themselves and growing up. Then I would ask them to write their own poem that has something to do with growing up. Whether it is about laughing, getting picked on, whatever they choose.

PORCH LIES:TALES OF SLICKSTERS, TRICKSTERS, AND OTHER WILY CHARACTERS by Patricia C. McKissak

This blog was done for a course at TWU.
Bibliography:
McKissack, Patricia C. 2006. Porch Lies: Tales of Slicksters, tricksters, and other Wily Characters. Ill by Andre Carrilho. New York: Schwartz and Wade Books.
ISBN 0-375-93619-x

Summary:
This book is a compilation of stories that are retold by the author. They are stories that have been passed down through the generations. The author states that she remembers sitting on the porch and family members telling tall tales. That is how they name porch lies came to be. The book contains eleven of these so called "porch lies."

Analysis:
It took me awhile to get interested in this book. It was not one of my favorites while reading it but since finishing I find myself thinking back to some of the stories. That is the sign of a good book, one where the characters never leave you. The characters in this story are all bigger than life. They do things that don't seem possible yet you find yourself wondering if they are possible. Each plot of the stories is different but the author does an excellent job of transitioning and setting up the new setting in your mind. The language of the book makes you feel like you are on a front porch listening to someone tell you a story. Based on the illustrations you know that the porch lies all revolve around African American characters. There are not many illustrations but they really help to bring the characters alive and fit in very well with the stories.

Review Excerpts:
Horn Book Magazine review: It’s a clever idea: McKissack presents ten original trickster stories tailored for children with a child narrator in each one, for immediate and lasting identification."

School Library Journal review: "Carrilho's eerie black-and-white illustrations, dramatically off-balance, lit by moonlight, and elongated like nightmares, are well-matched with the stories."



Connections:
I would love to use this book in my classroom in two ways. For one I would like to use it to help show the importance, and fun, in talking with family members, especially older ones. I love sitting around and listening to stories, whether they are true or "porch lies." I feel that in today's time children have lost that connection to oral stories. They would rather play video games or watch TV. I would want my students to know that it is a great way learn about your family history as well as have some fun!

I would also like to use it for a creative writing activity. I love giving kids the chance to write and come up with something on their own. After reading the book I would like my students to com up with their own 'porch lie." Whether it is completely fabricated or has a few shreds of truth in it I would love to see what they can come up with.

JAMIE O'ROURKE AND THE BIG POTATO by Tomie DePaola

This blog was created for a course at TWU.


Bibliography
DePaola, Tomie. 1992. Jamie O'ROurke and the Big Potato. New York: G.P. Putnam Sons.
ISBN-0-399-22257-x

Summary
This book is about a man named Jamie O'Rourke who is the laziest man in Ireland. He has his wife do all the work farming the potatoes(praties). One day she hurts he back and Jamie thinks he will starve because his wife can't pick praties for the winter. He happens across a leprechaun one day and tries to get the leprechaun to give him his gold. The leprechaun talks Jamie O'Rourke into letting him give a pratie seed that will grow a pratie bug enough to last all winter. The pratie grows so big that Jamie can't get it out of the ground. The villagers come see the enormous pratie. They tell him that they will help him dig it up if he will tell them how he did it. Jamie O'Rourke tells them the story of the leprechaun. While getting the pratie out it rolls down the hill and gets stuck in the middle of the road. In order to get it out he tells the villagers to all take some. They had so much pratie that they did not want to see anymore by the end of winter. When Jamie O'Rourke announces that he is going to plant an eye from the huge potato for next winter the villagers tell him that they will make sure he and his wife will always have enough food if he doesn't plant it.

Analysis

This is a fun and interesting Irish folktale. DePaola did a great job at portraying Jamie O'Rourke as a lazy man and his wife as the hard worker of the family. This was done very quickly in the story but it was well remembered throughout the story. The language and the illustrations of the clothing that was worn really helped to show where the story was set. Without knowing anything about the Irish culture you learned by reading this story that potatoes are very important. It seems to be the food that they rely on most during the winter. You also learn from the story that you have to put forth a little effort to enjoy the "praties" during the winter. My only concern about the book is how Jamie O'Rourke didn't necessarily put forth a lot of effort, everyone around him did, yet he still got to enjoy the rewards of the hard work.

Review Excerpts:

School Library Journal review: "The text has traditional folklore conventions: exaggerated, yet flat characters; a tricky plot; and of course a happy ending."

Connections:
This book would be great to use in March around St. Patrick's Day. It would be a great way to learn a few things about the Irish culture. I would like to do a KWL chart on the Irish culture and use Jamie O'Rourke and the Big Potato as an introduction, or attention grabber, for the unit.

THE KOREAN CINDERELLA by Shirley Climo

This post was done for an assignment at TWU


Bibliography
Climo, Shirley. 1993. The Korean Cinderella. Ill by Ruth Heller. Mexico: Harper Collins Publishers.



ISBN 0=06-020432-x

Summary

The Korean Cinderella starts off with a couple that had wanted a child for a long time. Eventually they had a daughter. They called her Pear Blossom. The woman died and the man went to a matchmaker to find someone that could look after Pear Blossom. The matchmaker found a woman who had a daughter Pear Blossom's age that was named Peony. The woman gave Pear blossom seemingly impossible tasks to complete. She told her to fill a pot that had a hole in it, to polish a huge sack of rice and to weed the rice paddies. On all three tasks a "magical" animal helped her complete the tasks. A frog filled the hole in the pot, birds polished the rice and a bull ate all the weeds in the rice paddies. If Pear Blossom completed the last task she could go to the village festival. On the way to the festival she stopped to get a pebble out of her shoe. as she did the magistrate cam be. Pear Blossom got scared and ran away leaving her shoe. The magistrate was struck by her beauty and ordered one of his men to pick up her sandal and take him back to the village. At the festival Pear Blossom's step mom was accusing her of stealing fruit (the ox had given it to her). When the magistrate came up her step mother thought he was going to arrest her for stealing but instead said she would become his bride.

Analysis
This book did a good job sticking to the plot of the original Cinderella story. Even if the title did not have Cinderella in it I would have been able to relate the two. With the characters, you felt a little sorry and protective of Pear Blossom while feeling disdain for Omani and even Peony, the step-sister. I do not know a lot about the Korean culture but I know feel that I know a little more by reading this book. The illustrations helped to reinforce that the story was set in Korea. The style of dress, the houses and even the bright and vivid colors gave the impression that the story took place in Korea. The author did a great job of portraying the culture of the Korean Cinderella. While it is a Cinderella story the chores and tasks that Pear Blossom had to do wear centered around the Korean culture.


Review Excerpts


School Library Journal review: "Heller's lush, full-color illustrations capture the vibrancy of traditional Korean culture with great accuracy."


School Library Journal review: "Climo combines three Korean variants on this folktale to create a retelling close to the French version."


Connections:
I like to do a compare and contrast with Cinderella stories. I would do a Cinderella unit for about a week, reading 4 different versions, one on each day. On Friday I would have my class fill out a chart (designed like the Frayer model) that has the differences or aspects that were unique to that book on one part and the similarities in the center of the paper. I would then have the students tell which one was their favorite and why. It depends on the age of the class on how I would do this. If they are older I would have them write about it, if they are younger I would have a few students tell the class. I think it is good for them to see the differences and similarities between different cultures and places. It is a good way to introduce or reinforce this idea with a familiar story.

THE INVENTION OF HUGO CABRET by Brian Selznick

This blog was created for a class at TWU.

Bibliography

Selznick, Brian. 2007. The Invention of Hugo Cabret. New York: Scholastic Press.

ISBN 978-0-439-81378-5


Summary

The Invention of Hugo Cabret is a story about a boy named Hugo who ends up having to take care of himself. Hugo's dad passes away and he is sent to live with his uncle. His uncle lives in a train station and takes care of the clocks at the station. When Hugo's uncle doesn't come back one night Hugo begins to secretly take care of the clocks so that he will have a place to live. When Hugo's father was still alive he found a robot of sorts that was broken and in need of repair. After his father passed Hugo took the robot and worked on fixing it himself. Little did he know that the robot would end up helping him find a "family." Through meeting a young girl and an old man at the train station the story of the robot begins to come to life and eventually lead to Hugo finding a place to be.

Analysis

This was a great book! The story is told not only in words but also in pictures. The parts of the story that are told with pictures only are just as clear as when the author uses words. The illustrations are done in black and white sketches but are fascinating to look at. The details in each picture are amazing. One of my favorite parts was when the security officer was chasing Hugo through the train station. The chase took place over several pages. Even though there were no words you can't help but turn the page to find out what happens next. The pictures are so gripping though that you don't want to turn them too fast because you don't want to miss anything. It was a great mix between words and pictures that helped tell the complete story.

Review Excerpts

Kirkus Reviews: "Selznick's words and art are interwoven to tell a captivating story based on historical elements."

Kirkus Reviews: "The text is a relatively small portion of the book: the rest is beautifully detailed charcoal drawings that create the feel of an old silent film."

Horn Book Review: "There is a bounty of mystery and incident here, along with several excellent chase scenes expertly rendered in the atmospheric,dramatically crosshatched black-and-white (naturally)pencil drawings that make up at least a third of the book."

Connections
I think a great connection to this book in the classroom is to have the students create their own story using pictures. I feel that kids get so caught up and bombarded by technology today that they can loose some of their creativity. As teachers it is our job to make sure they still use their own creativity and don't just rely on technology to help create things. After reading this story I think students will be intrigued and want to create their own story using pictures.
Students can have the option to use both words and pictures or just pictures to tell their story. For starters it can just be a simple story. I want to leave the project pretty open to see what they can come up with.

AUNT MINNIE AND THE TWISTER by Mary Skilling Prigger

This blog was created for class at TWU.


Bibliography


Prigger, Mary Skillings. 2002. Aunt Minnie and the Twister. Ill by Betsy Lewin. New York: Clarion Books.


ISBN 0-618-11136-0


Summary
This is a story about a lady named Minnie who has nine nieces and nephews that live with her. Sometimes the kids complain about being cramped and Aunt Minnie says that they "don't have much room but we have each other." Aunt Minnie rings a school bell when she wants to get the kids attention for something. When a storm comes she rings the bell and gets all of the kids in the storm cellar. When they come out of the cellar after the storm they find that things are all messed up. The strangest thing is that the house is fine but it is turned around backward. The front door now faces the outhouse. To fix the problem they build a new room where the old front door was and built a new front door on the other side of the house.


Analysis

This book was not one of my favorites. I felt it was pretty boring and it did not grab my attention. However, it did teach a good lesson. It talked about being happy and thankful for what you have. The book also showed how to make lemons out of lemonade in a sense. When the house got flipped around instead of getting upset Aunt Minnie came up with a solution that would also give the family more room.



The book did have large illustrations. The illustrations were colorful but not overly bright, they fit well with the story. The characters faces were simply drawn but you could still read the emotions that they were feeling. I feel that my students would be able to relate to the book due to the fact that we live in "tornado alley." The book showed that there was some danger in tornadoes but it did not seem too scary or frightening.

Review Excerpts

Horn Book Magazine review: "The homespun text and unpretentious cartoon artwork present a 1920s family that is resolutely upbeat, except when the kids complain about their cramped living space."

School Library Journal review: "The creativity and strength of the family against the backdrop of disaster makes for a satisfying read."

Connections

A connection that comes to my mind is using this book as a way to introduce tornado safety. I think it shows tornadoes in a real but not to scary way. I would show my students how Aunt Minnie and the children went into the cellar for safety. You do not see a lot of cellars anymore so that will probably need to be explained. I would then ask them to come up with what they would do if they were at home in a tornado.

A CALEDCOTT CELEBRATION by Leonard S. Marcus

This blog was constructed for a course at TWU.

Bibliography

Marcus, Leonard S. 1998. A Caledcott Celebration. New York: Walker and Company.

ISBN# 0-8027-8656-1

Summary

A Caldecott Celebration talked about six winners, over six decades, of the Caldecott Medal. These winning authors included Robert McCloskey for Make Way for Ducklings published in 1942, Marcia Brown for Cinderella published in 1955, Maurice Sendak for Where the Wild Things Are published in 1964, William Steig for Sylvester and the Magic Pebble published in 1970, Chris Van Allsburg for Jumanji published in 1982 and David Wiesner for Tuesday published in 1992. The book started off with a history of the Caledcott Medal. From there the author introduced each author, gave a background of the author and the story of how the winning book came to be.

Analysis

The introduction and history of the Caldecott medal was a great way to start off this book. The author not only gave a history of the medal but also the process used to choose the winners. For each book the author gave a history of the illustrator as well as a bit of information on how the book came about. This book did a very good job describing the six artists and their winning books. Marcus did an excellent job of drawing you into each authors process of the illustrations. I do wonder what criteria was used to pick these six winning authors. The pictures used in this book are the pictures from the winning book. I like how the author also included early sketches as well as the finished illustrations. I learned a lot about the Caldecott Medal process as well as some of the things it takes to get an award winning book.

Review Excerpts

Horn Book Magazine review: "A fresh, inviting examination of an established process and ritual."

Book Report review: "The artist's own words add a sense of humanity and help readers gain respect for their humility, hard work, and the inventive vision in telling significant stories succinctly and with profound and esthetic power."

Connections

I think the main connection I would use this book for would be to introduce and use the books that are featured in the book. If you are not sure about books to share use in your class this gives you a good start.

There is a connection mentioned in the book that I felt was really good. The idea actually came from David Wiesner the author of Tuesday. Tuesday is a wordless book about frogs on flying on lily pads. His suggestion was to let kids put their own words to the story. I thought this was an excellent idea! Kids would h ave such a good time adding words to a story about flying frogs.